本文選題：攻擊性行為 + 交往焦慮��； 參考：《昆明醫(yī)科大學(xué)》2012年碩士論文

【摘要】：目的 了解云南省三地區(qū)中學(xué)生攻擊性行為的發(fā)生情況及特點(diǎn),探討家庭特定功能、交往焦慮、人際移情狀態(tài)、人際關(guān)系歸因傾向、依戀和自尊等因素與中學(xué)生攻擊性行為之間的關(guān)系。為中學(xué)生有針對(duì)性的健康教育提供科學(xué)依據(jù)。 方法 采取多階段分層整群隨機(jī)抽樣法,對(duì)云南省的昆明市(西山區(qū))、麗江市(玉龍縣)、大理市(永平縣)3個(gè)地區(qū)的3017名中學(xué)生進(jìn)行調(diào)查。應(yīng)用自行設(shè)計(jì)的一般情況問(wèn)卷以及攻擊問(wèn)卷(AQ)、交往焦慮量表(IAS)、人際移情狀態(tài)測(cè)量量表、人際關(guān)系歸因傾向量表、依戀量表(IPPA)及自尊量表(SES)對(duì)目標(biāo)人群進(jìn)行調(diào)查。運(yùn)用一般描述性分析、x2檢驗(yàn)、t檢驗(yàn)、方差分析、相關(guān)分析、多元回歸分析,分析比較上述中學(xué)生攻擊性行為的特點(diǎn)及其影響因素。 結(jié)果 1.本次調(diào)查獲有效問(wèn)卷2867份,有效應(yīng)答率為95.03%,在2867名被測(cè)學(xué)生中處在高攻擊組的中學(xué)生為777名,檢出率為27.10%,其中男生的檢出率為28.74%,女生的檢出率為25.62%；不同學(xué)段分布為：初中組攻擊性行為的檢出率為26.42%,高中組為27.69%。不同性別學(xué)段之間的檢出率差異沒(méi)有統(tǒng)計(jì)學(xué)意義。 2.高、低攻擊組中學(xué)生在父親文化程度和期望、家庭經(jīng)濟(jì)狀況和居住面積、學(xué)校和居住地風(fēng)氣、與老師和同學(xué)的關(guān)系上的差異有統(tǒng)計(jì)學(xué)意義。男、女中學(xué)生之間的攻擊問(wèn)卷總分沒(méi)有顯著差異；不同年級(jí)的中學(xué)生攻擊問(wèn)卷總分及各因子得分的差異顯著。 3.對(duì)家庭情況與攻擊問(wèn)卷總分及各因子得分進(jìn)行方差分析發(fā)現(xiàn),父親文化程度為碩士以上,以粗暴的管教方式對(duì)待孩子,對(duì)孩子沒(méi)什么期望；以及母親以放仟或漠不關(guān)心方式對(duì)待孩子,家庭居住面積小于30平米的中學(xué)生的攻擊問(wèn)卷總分最高,差異有統(tǒng)計(jì)學(xué)意義：在除家庭情況以外的其他情況,即不同居住地和學(xué)校風(fēng)氣、與老師和同學(xué)的關(guān)系、在班級(jí)中成績(jī)所處的水平、好朋友的數(shù)量、對(duì)自己外表的滿(mǎn)意程度7種情況進(jìn)行方差分析,攻擊問(wèn)卷總分與以上7種情況的差異具有統(tǒng)計(jì)學(xué)意義。 4.中學(xué)生攻擊性行為與交往焦慮,人際移情狀態(tài),人際關(guān)系歸因傾向,依戀和自尊均存在不同程度的相關(guān)。 5.居住地和學(xué)校風(fēng)氣、父母教育態(tài)度、父親文化程度,父親管教方式、好朋友數(shù)量,外表滿(mǎn)意度、與老師和同學(xué)關(guān)系可以預(yù)測(cè)中學(xué)生攻擊性行為(預(yù)測(cè)8.2%)；交往焦慮,觀點(diǎn)采擇能力,人際關(guān)系歸因傾向的情境、運(yùn)氣、外控性和有關(guān)失敗4個(gè)因子,依戀量表中的父母親疏離、同伴的信任和疏離可以預(yù)測(cè)中學(xué)生攻擊性行為(預(yù)測(cè)23.9%)。 結(jié)論 具有中等以上攻擊性行為的中學(xué)生占70.53%。中學(xué)生的家庭特定情況,人際關(guān)系,自我認(rèn)同,人際關(guān)系歸因傾向,依戀和觀點(diǎn)采擇能力等方面是主要影響其攻擊性行為的社會(huì)心理因素。教育工作者在開(kāi)展心理衛(wèi)生工作時(shí),應(yīng)著重對(duì)上述幾個(gè)環(huán)節(jié),有針對(duì)性的開(kāi)展健康教育和心理輔導(dǎo),以達(dá)到有效預(yù)防攻擊性行為的發(fā)生,促進(jìn)中學(xué)生身心健康成長(zhǎng)的目的。
[Abstract]:Purpose

To understand the occurrence and characteristics of offensive behavior of middle school students in three areas of Yunnan Province , to explore the relationship between family specific function , communication anxiety , interpersonal empathy status , interpersonal attribution tendency , attachment and self - esteem , and aggressive behavior of middle school students .

method

A multi - stage stratified cluster random sampling method was adopted to investigate 3017 middle school students in 3 districts of Kunming , Yunnan Province , Yulong county and Dali City . The general descriptive analysis , x2 test , t test , variance analysis , correlation analysis and multiple regression analysis were used to analyze the characteristics and influencing factors of the attack behaviors of middle school students .

Results

1 . The effective response rate was 95.03 % , and the effective response rate was 95.03 % . Among the 2867 students tested , 777 were middle school students in the high attack group , the detection rate was 27.10 % , among which the positive rate of boys was 28.74 % , and the prevalence rate of girls was 25.62 % ;
The prevalence of offensive behavior in junior high school group was 26.42 % and 27.69 % in high school group .

2 . High and low attack group secondary school students in their father ' s cultural degree and expectation , family economic situation and residential area , school and place of residence , the difference between teachers and classmates is statistically significant . There is no significant difference between male and secondary school students .
There was a significant difference between the scores of middle school students and the scores of each factor in different grades .

3 . The analysis of the family situation and the total score of the attack questionnaire and the scores of each factor found that the father ' s degree of culture was above master ' s degree , treated the child in a rude manner , and had little hope for the child ;
The total score of the attack questionnaire among middle school students who treated their children and family living area less than 30 square meters in a thousand or indifferent manner is the highest , and the difference is statistically significant : in other cases except the family situation , the relationship between the teachers and the students , the level of the scores in the class , the number of good friends , and the satisfaction degree of the appearance of the students are analyzed , and the total score of the attack questionnaire is statistically significant compared with the above seven cases .

4 . The behavior of aggression and communication anxiety , interpersonal empathy , interpersonal attribution , attachment and self - esteem of middle school students have different degrees .

5 . The relationship between residential land and school ethos , parental education attitude , father ' s culture degree , father ' s teaching mode , good friends quantity and appearance satisfaction can predict the middle school students ' aggressive behavior ( forecast 8.2 % ) .
Communication anxiety , viewpoint picking ability , interpersonal attribution tendency situation , luck , external control and related failure 4 factors , parent alienation in attachment scale , peer trust and alienation can predict the middle school students ' aggressive behavior ( forecast 23.9 % ) .

Conclusion

The middle school students with moderate or higher aggressive behavior make up 70.53 % . The family - specific situation , interpersonal relationship , self - identification , interpersonal attribution tendency , attachment and point - of - view selection ability of middle school students are the social psychological factors which mainly influence their aggressive behavior .
【學(xué)位授予單位】：昆明醫(yī)科大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：B844.2

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本文編號(hào)：1905120